to the school. P29
3. The other day I was showing the boys the weekly chemistry experiment when, before I knew it, the mixture was bubbling over every where. P29
4. Sometimes I wonder how relevant chemistry is to these students, most of whom will be going back to their villages after Year 8 anyway. P29
5. But last weekend another teacher, Jenny, and I did visit a village which is the home of one of the boys, Tombe. P29
6. We walked for two and a half hours to get there - first up a mountain to a ridge from where we had fantastic views and then down a steep path to the valley below. P29
7. Tombe's father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof - this shows it's a man's house. P29
8. To let you know that I am thinking of you, I have purchased a gift from the World's Most Useful Gift Catalogue for you to give to some of the world's poorest. P34
Ⅲ. 教材分析和教材重组
1. 教材分析
本单元以Sharing为话题,旨在通过单元教学,使学生了解世界上很多地方依然很落后,从而懂得同情,学会分享。结合针对短文话题的探讨激发学生的国际意识,通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。
1. 1 Warming Up 提供了三项任务。通过完成这些任务让学生懂得什么是"帮助",并且反思自己是否乐于助人,以及怎样做才是"志愿者",为后面的短文学习做好了铺垫。
1. 2 Pre-reading是Reading的热身活动。其中介绍了信的作者Jo,还根据她在PNG拍摄的照片提出了5个问题,让学生在阅读之前就对信的内容有了简单的了解。
1. 3 Reading是一篇Jo写给Rosemary的信。其中Jo介绍了自己在PNG的所见所闻。读完这封信,学生能感受到PNG的儿童生活之艰难,从而珍惜自己的生活和学习机会。
1. 4 Comprehending是根据短文设计的阅读理解题,检验学生对阅读内容从细节到大意的理解。
1. 5 Learning about Language分词汇和语法两部分。其中,第一部分是有关此篇短文中出现的重点单词和短语的用法练习;第二部分是对限定性定语从句的复习。
1. 6 Using Language包括三项活动:Reading and speaking以一个有关礼物的网页展开阅读和讨论,通过阅读,学生将了解到这一活动的意义以及他们能为贫困的人做些什么,讨论活动将激发学生对这一主题的深层次思考和参与热情;Listening and speaking通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个志愿者的工作经历,而且针对这一话题要求学生能用给出的时间短语结合听力材料谈论Mary Murray;Writing要求学生根据Listening and speaking的话题并运用上面的时间短语写一篇叙述文。
2. 教材重组
2.1 从话题内容和训练目的上分析,Warming Up与Listening and speaking相一致;从教材份量来说,可将Warming Up与Listening and speaking的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起,设计成一